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physical environment. This is evident, for example, when students: s draw simple maps of their communities or regions showing the major landmarks, industries, residential areas, business districts, transportation networks, health and educational facilities, and recreation areas...
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physical environment. This is evident, for example, when students: s draw simple maps of their communities or regions showing the major landmarks, industries, residential areas, business districts, transportation networks, health and educational facilities, and recreation areas s examine different kinds of maps to identify and define their components, including key, title, legend, cardinal and intermediate directions, scale, and grid s use cardboard, wood, clay, or other materials to make a model of their
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http://www.emsc.nysed.gov/ciai/socst/documents/sslearn.pdf#page=19
www.emsc.nysed.gov/ciai/socst/documents/sslearn.pdf#page=19
physical environment. This is evident, for example, when students: s draw simple maps <span class="highlight">of</span> their communities or regions showing the major landmarks, industries, residential <span class="highlight">areas</span>, business districts, transportation networks, health and educational facilities, and recreation <span class="highlight">areas</span> s examine different kinds <span class="highlight">of</span> maps to identify and define their components, including key, title, legend, cardinal and intermediate directions, scale, and grid s use cardboard, wood, clay, or other materials to make a <span class="highlight">model</span> <span class="highlight">of</span> their
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